Avant, Vol. XIII, No. 1, https://doi.org/10.26913/avant.202208
published under license CC BY-NC-ND 3.0
Roberto Bacani Figueroa Jr* 
University of the Philippines Open University, Philippines
*corresponding author: rbfigueroa1@up.edu.ph
Florinda Amparo Palma Gil
Tokyo University of Foreign Studies, Japan
Hiroshi Taniguchi
University of the Philippines Open University, Philippines
Received 6 September 2020; accepted 28 January 2021; published 24 August 2022.
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Abstract: The State of Emergency declaration in Japan due to the COVID-19 pandemic affected many aspects of society in the country, much like the rest of the world. One sector that felt its disruptive impact was education. As educational institutions raced to implement emergency remote teaching (ERT) to continue providing the learning needs of students, some have opened to innovative interventions. This paper describes a case of ERT where Filipino vocabulary was taught to a class of Japanese students taking Philippine Studies in a Japanese university using a cognitive innovation based on virtual reality, an immersive technology often researched for immersion and presence. Students were divided into three groups to experience six lessons designed around virtual reality photo-based tours at different immersion levels. While the effect of immersion on satisfaction was not found to be statistically significant, presence and satisfaction were found to be correlated. Despite challenges that were encountered, benefits like enjoyment, increased engagement, and perceived learning were reported by the students. Our findings exemplify how emerging multisensory technologies can be used to enhance affective and cognitive dimensions of human experience while responding to gaps created by the spatial limitations of remote learning.
Keywords: emergency remote teaching in Japan; Filipino language teaching; language learning; virtual reality photo-based tour; virtual reality in education
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